Music Curriculum Document: Grade 5
Ongoing Student Learning Expectations
Student Learning Expectation
Essential Vocabulary
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.5.1
Steady beat
Sing a varied repertoire alone and
eighth note
with others
sixteenth note
Tempi
 Steady beat
Andante
 eighth note and sixteenth note
Moderato
patterns
Major tonality
 Variety of tempi (e.g., andante,
Dynamic level
moderato)
Pianissimo
 Major tonalities
Mezzo piano
 Dynamic levels [e.g., pianissimo
Mezzo forte
(pp), mezzo piano (mp), mezzo
Forte
forte (mf), forte (f), and
Fortissimo
fortissimo (ff)]
Crescendo
 Change in dynamic levelsDecrescendo
crescendo and decrescendo
¾ meter
3
4

and meters
4/4 meter
4
4
countermelody

countermelodies
M.1.5.3
Refine correct techniques
 Vocal exploration
 Found sounds
 Body percussion
 Classroom instruments
 Posture-vocal and instrumental
 Breathing
 Phrasing
 Articulation
M.1.5.4
Demonstrate and respond to simple
conducting patterns
Vocal exploration
Found sound
Body percussion
Posture
Breathing
Phrasing
Articulation
Conducting pattern
Assessment
Student Learning Expectation
Essential Vocabulary
M.1.5.5
Read
 eighth note and sixteenth note
patterns
 Variety of tempi (e.g., andante,
moderato)
 Major tonalities
 Dynamic levels [e.g., pianissimo
(pp), mezzo piano (mp), mezzo
forte (mf), forte (f), and
fortissimo (ff)]
 Change in dynamic levelscrescendo and decrescendo
3

and 4 meters
eighth note
sixteenth note
Tempi
Andante
Moderato
Major tonality
Dynamic level
Pianissimo
Mezzo piano
Mezzo forte
Forte
Fortissimo
Crescendo
Decrescendo
¾ meter
4/4 meter
4
4
M.1.5.6
Identify notes written on the lines
and spaces of the treble clef and bass
clef
Note
Line
Space
Treble clef
Bass clef
M.1.5.7
Apply knowledge of symbols and
terms in reading music
 Repeat sign
 Treble clef
 Bass clef
 Bar line and double bar line
 Time signatures
 Fermata
 Simple key signatures
Symbol
Term
Repeat sign
Treble clef
Bass clef
Bar line
Double bar line
Time signature
Fermata
Key signature
Instructional Strategy/ Resources
Assessment
Student Learning Expectation
Essential Vocabulary
Instructional Strategy/ Resources
Strand: Music
Content Standard 2: Creative Expression
Students shall demonstrate creative expression through music.
M.2.5.4
Improvise
Physical education connections
Respond to music through movement
(e.g., traditional and improvised
conducting patterns)
Strand: Music
Content Standard 3: Critical Analysis
Students shall listen to, analyze, describe, and evaluate a variety of music.
M.3.5.1
String instrument
Name the Instrument web site
Identify musical instruments by sight
Brass instrument
http://artsalive.ca/en/mus/activitiesgames/games/popNameInstrument.ht
and sound
Woodwind instrument ml
Percussion instrument
 String
Electronic instrument
 Brass
http://www.musictechteacher.com/quiz_help_instrument.htm
 Woodwind
 Percussion
 Electronic
M.3.5.3
Demonstrate appropriate etiquette
as a performer and an observer
Etiquette
Performer
Observer
Assessment
Strand: Music
Content Standard 4: Connections
Students shall demonstrate and apply knowledge of connections between music and other disciplines.
Student Learning Expectation
Essential Vocabulary
M.4.5.1
Respond to music from various
cultures, historical periods, and/or
events (e.g., world music, folk music,
jazz, spirituals)
 Listening
 Singing
 Moving
 Playing
World music
Folk music
Spiritual
Jazz
M.4.5.2
Identify connections
 Between music and the other
fine arts (e.g., theatre, ballet)
 Between music and disciplines
outside the arts (e.g., social
studies)
Theatre
Ballet
Student Learning Expectation
Essential Vocabulary
Ongoing SLEs
Instructional Strategy/ Resources
Assessment
Quarter 1
Instructional Strategy/ Resources
Assessment
Student Learning Expectation
Essential Vocabulary
Quarter 2
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.5.2
Steady beat
Play a varied repertoire alone and
eighth note
with other
sixteenth note
Tempi
 Steady beat
Andante
 eighth note and sixteenth note
Moderato
patterns
Major tonality
 Variety of tempi (e.g., andante,
Dynamic level
moderato)
Pianissimo
 Major tonalities
Mezzo piano
 Dynamic levels [e.g., pianissimo
Mezzo forte
(pp), mezzo piano (mp), mezzo
Forte
forte (mf), forte (f), and
Fortissimo
fortissimo (ff)]
Crescendo
 Change in dynamic levelsDecrescendo
crescendo and decrescendo
¾ meter
3
4

and meters
4/4 meter
4
4
M.1.2.7
Identify symbols and terms
 Repeat sign
 Treble clef
 Bar line and double bar line
 Fermata
Symbol
Term
Repeat sign
Treble clef
Bar line
Double bar line
Fermata
Assessment
Student Learning Expectation
Essential Vocabulary
Quarter 3
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.5.2
Steady beat
Play a varied repertoire alone and
eighth note
with other
sixteenth note
Tempi
 Steady beat
Andante
 eighth note and sixteenth note
Moderato
patterns
Major tonality
 Variety of tempi (e.g., andante,
Dynamic level
moderato)
Pianissimo
 Major tonalities
Mezzo piano
 Dynamic levels [e.g., pianissimo
Mezzo forte
(pp), mezzo piano (mp), mezzo
Forte
forte (mf), forte (f), and
Fortissimo
fortissimo (ff)]
Crescendo
 Change in dynamic levelsDecrescendo
crescendo and decrescendo
¾ meter
3
4

and meters
4/4 meter
4
4
M.1.5.8
Notate
 Eighth note and sixteenth note
patterns
 3 and 4 time signatures
4
4
Eighth note
Sixteenth note
Time signature
Strand: Music
Content Standard 2: Creative Expression
Students shall demonstrate creative expression through music.
M.2.5.2
Compose
Compose a four-measure phrase
phrase
Assessment
Strand: Music
Content Standard 3: Critical Analysis
Students shall listen to, analyze, describe, and evaluate a variety of music.
Student Learning Expectation
Essential Vocabulary
M.3.5.2
Recognize musical form
 Theme and variations
Musical form
Theme
Variation
Instructional Strategy/ Resources
Strand: Music
Content Standard 4: Connections
Students shall demonstrate and apply knowledge of connections between music and other disciplines.
M.4.5.3
Career opportunity
Research career opportunities in
Performance
music (e.g., business, education,
Music therapy
performance, music therapy,
technology)
Assessment
Student Learning Expectation
Essential Vocabulary
Quarter 4
Instructional Strategy/ Resources
Strand: Music
Content Standard 1: Skills and Techniques
Students shall demonstrate and apply the essential skills and techniques to produce music.
M.1.5.2
Steady beat
Play a varied repertoire alone and
eighth note
with other
sixteenth note
Tempi
 Steady beat
Andante
 eighth note and sixteenth note
Moderato
patterns
Major tonality
 Variety of tempi (e.g., andante,
Dynamic level
moderato)
Pianissimo
 Major tonalities
Mezzo piano
 Dynamic levels [e.g., pianissimo
Mezzo forte
(pp), mezzo piano (mp), mezzo
Forte
forte (mf), forte (f), and
Fortissimo
fortissimo (ff)]
Crescendo
 Change in dynamic levelsDecrescendo
crescendo and decrescendo
¾ meter
3
4

and meters
4/4 meter
4
4
M.1.5.8
Notate
 Eighth note and sixteenth note
patterns
 3 and 4 time signatures
4
4
Eighth note
Sixteenth note
Time signature
Assessment
Strand: Music
Content Standard 2: Creative Expression
Students shall demonstrate creative expression through music.
Student Learning Expectation
Essential Vocabulary
M.2.5.1
Improvise rhythmic variations on
familiar melodies
Improvise
Rhythmic pattern
melody
M.2.5.2
Compose a four-measure phrase
Compose
phrase
Instructional Strategy/ Resources
Assessment
M.2.5.3
Arrange
Arrange familiar songs using musical
Expression
expression
Strand: Music
Content Standard 3: Critical Analysis
Students shall listen to, analyze, describe, and evaluate a variety of music.
M.3.5.2
Musical form
Recognize musical form
Theme
Variation
 Theme and variations
M.3.5.4
Evaluate performances and
compositions using a studentgenerated rubric
Evaluate
Performance
Composition
Rubric
rubric